Determining factors in children's screen time in early childhood. / Fatores determinantes no tempo de tela de crianças na primeira infância.

The use of media by children in early childhood is increasingly common, and it is necessary to investigate the determinants of screen time, which is understood as the total child screen exposure time, including television and interactive media. This is a descriptive, exploratory, and cross-sectional study conducted with 180 children between 24 and 42 months of age, allocated in Group 1, less than two hours daily screen exposure time; Group 2, daily screen exposure time equal to or more than two hours. Bivariate and binary logistic regression analyses were performed. Screen time determining factors studied were family environment, evaluated with the Family Environment Resource Inventory; socioeconomic factors; nutritional status and child development status, evaluated with the Bayley III test. As a result, 63% of children had daily screen time exceeding two hours, and television still is the main culprit for children screen exposure. We observed that screen time exposure was positively associated with family resources, economic level, and language development. However, only the last two factors explained the longer screen time.

O uso de mídias por crianças na primeira infância está cada vez mais habitual, o que torna necessário investigar os fatores determinantes para o tempo de tela, entendido como o tempo total pelo qual a criança permanece exposta a todas as telas, incluindo televisão e mídias interativas. Trata-se de um estudo transversal, descritivo e exploratório, realizado com 180 crianças, entre 24 a 42 meses de idade, alocadas em: Grupo 1, exposição à tela inferior a duas horas/dia; Grupo 2, exposição à tela igual/superior a duas horas/dia. Realizou-se análise bivariada e de regressão logística binária. Os fatores determinantes no tempo de tela estudados foram os recursos do ambiente familiar, investigado por meio do Inventário de Recursos do Ambiente Familiar; fatores socioeconômicos; estado nutricional e status do desenvolvimento infantil, mensurado pelo teste Bayley III. Como resultado verificou-se que 63% das crianças apresentaram tempo de tela superior a 2 horas/dia e que a televisão ainda é a principal responsável pela exposição das crianças às telas. Observou-se que o tempo de exposição à tela esteve positivamente associado aos recursos familiares, nível econômico e desenvolvimento da linguagem. Entretanto, apenas os dois últimos fatores explicaram o maior tempo de tela.

Fatores determinantes no tempo de tela de crianças na primeira infância / Determining factors in children's screen time in early childhood

Resumo O uso de mídias por crianças na primeira infância está cada vez mais habitual, o que torna necessário investigar os fatores determinantes para o tempo de tela, entendido como o tempo total pelo qual a criança permanece exposta a todas as telas, incluindo televisão e mídias interativas. Trata-se de um estudo transversal, descritivo e exploratório, realizado com 180 crianças, entre 24 a 42 meses de idade, alocadas em: Grupo 1, exposição à tela inferior a duas horas/dia; Grupo 2, exposição à tela igual/superior a duas horas/dia. Realizou-se análise bivariada e de regressão logística binária. Os fatores determinantes no tempo de tela estudados foram os recursos do ambiente familiar, investigado por meio do Inventário de Recursos do Ambiente Familiar; fatores socioeconômicos; estado nutricional e status do desenvolvimento infantil, mensurado pelo teste Bayley III. Como resultado verificou-se que 63% das crianças apresentaram tempo de tela superior a 2 horas/dia e que a televisão ainda é a principal responsável pela exposição das crianças às telas. Observou-se que o tempo de exposição à tela esteve positivamente associado aos recursos familiares, nível econômico e desenvolvimento da linguagem. Entretanto, apenas os dois últimos fatores explicaram o maior tempo de tela.

Abstract The use of media by children in early childhood is increasingly common, and it is necessary to investigate the determinants of screen time, which is understood as the total child screen exposure time, including television and interactive media. This is a descriptive, exploratory, and cross-sectional study conducted with 180 children between 24 and 42 months of age, allocated in Group 1, less than two hours daily screen exposure time; Group 2, daily screen exposure time equal to or more than two hours. Bivariate and binary logistic regression analyses were performed. Screen time determining factors studied were family environment, evaluated with the Family Environment Resource Inventory; socioeconomic factors; nutritional status and child development status, evaluated with the Bayley III test. As a result, 63% of children had daily screen time exceeding two hours, and television still is the main culprit for children screen exposure. We observed that screen time exposure was positively associated with family resources, economic level, and language development. However, only the last two factors explained the longer screen time.

Tablet Use in Young Children is Associated with Advanced Fine Motor Skills.

To evaluate whether frequent interactive tablet-use at preschool age is associated with improved fine motor skills and to describe tablet-use in young children. Cross-sectional study with 78 children, aged 24-42 months: group 1 with previous frequent tablet-use exposure (n = 26), group 2 without previous tablet-use exposure (n = 52). Fine motor skills were evaluated with the Bayley-III. Socioeconomic data and home environment quality were similar in both groups. Fine motor skills of group 1 were better than those of group 2 (p = 0.013). Most participating children carried out passive and active tablet activities, usually accompanied by parents, not exceeding time recommendations for young age. We observed a difference in fine motor skills in young children slightly favoring those with tablet-use experience.

CHILDREN'S USE OF INTERACTIVE MEDIA IN EARLY CHILDHOOD - AN EPIDEMIOLOGICAL STUDY.

OBJECTIVE: To describe the prevalence of interactive media (tablets and smartphones) use by children aged two to four years old, as well as to characterize this use, and investigate habits, practices, parents' participation and opinion about their child's interactive media use. METHODS: A cross-sectional study with 244 parents or legal guardians of children enrolled in daycare centers in a small Brazilian municipality was conducted. A questionnaire based on interactive media use and related habits were applied, and economic level was assessed. Children were divided into three different groups according to media use: Group 1 did not use (n=81); Group 2 uses up to 45 min/day (n=83) and Group 3 uses more than 45 min/day (n=80). Then, they were compared with regard to the sociodemographic variables and media use by the Chi-square test and Student's t-test. RESULTS: The prevalence of interactive media use was 67.2%, with a mean time of use of 69.2 minutes/day (confidence interval of 95% - 95%CI 57.1-81.2). The activities most performed were watching videos (55%), listening to music (33%) and playing games (28%). Most parents reported allowing media use in order to stimulate their child's development (58.4%), accompanying them during use (75.2%), and limiting media time (86.4%). CONCLUSIONS: We observed high interactive media use prevalence. The predominant way of using these devices was marked by parent-child participation. Most parents reported believing in the benefits of interactive media. Passive activities were more frequent, with restricted time of use.

Children's use of interactive media in early childhood - an epidemiological study / A utilização de mídias interativas por crianças na primeira infância - um estudo epidemiológico

ABSTRACT Objective: To describe the prevalence of interactive media (tablets and smartphones) use by children aged two to four years old, as well as to characterize this use, and investigate habits, practices, parents' participation and opinion about their child's interactive media use. Methods: A cross-sectional study with 244 parents or legal guardians of children enrolled in daycare centers in a small Brazilian municipality was conducted. A questionnaire based on interactive media use and related habits were applied, and economic level was assessed. Children were divided into three different groups according to media use: Group 1 did not use (n=81); Group 2 uses up to 45 min/day (n=83) and Group 3 uses more than 45 min/day (n=80). Then, they were compared with regard to the sociodemographic variables and media use by the Chi-square test and Student's t-test. Results: The prevalence of interactive media use was 67.2%, with a mean time of use of 69.2 minutes/day (confidence interval of 95% - 95%CI 57.1-81.2). The activities most performed were watching videos (55%), listening to music (33%) and playing games (28%). Most parents reported allowing media use in order to stimulate their child's development (58.4%), accompanying them during use (75.2%), and limiting media time (86.4%). Conclusions: We observed high interactive media use prevalence. The predominant way of using these devices was marked by parent-child participation. Most parents reported believing in the benefits of interactive media. Passive activities were more frequent, with restricted time of use.

RESUMO Objetivo: Descrever a prevalência do uso de mídias interativas (tablets e smartphones) pelas crianças de dois a quatro anos de idade, assim como caracterizar esse uso, investigar hábitos, práticas, participação e opinião dos pais acerca da sua utilização. Métodos: Estudo transversal com 244 pais ou responsáveis de crianças matriculadas em creches de um município brasileiro de pequeno porte. Foi aplicado um questionário sobre hábitos de utilização de mídias interativas e investigação do nível econômico. As crianças foram divididas em 3 grupos de acordo com o uso das mídias: grupo 1 - não utiliza; grupo 2 - utiliza até 45 minutos por dia; e grupo 3 - utiliza mais do que 45 minutos por dia. Os grupos foram comparados quanto às variáveis sociodemográficas e de caracterização do uso das mídias por meio dos testes do qui-quadrado e t de Student. Resultados: A prevalência do uso de mídias interativas foi de 67,2%, com tempo médio de utilização de 69,2 minutos por dia (intervalo de confiança de 95% - IC95% 57,1-81,2). As atividades mais realizadas foram: ver vídeos (55%), escutar músicas (33%) e jogar games (28%). A maioria dos pais relatou permitir a utilização da mídia para estimular o desenvolvimento do seu filho (58,4%), acompanhá-lo durante o uso (75,2%) e limitar o tempo com a mídia (86,4%). Conclusões: Observou-se elevada prevalência do uso de mídias interativas. A forma predominante de utilização das mídias envolve conjuntamente crianças e pais, os quais acreditam nos seus efeitos benéficos. Atividades passivas são as mais realizadas, com restrição do tempo de uso.

Effect of interactive media on the development of children and adolescents: systematic review with meta-analysis

Abstract Aim: to investigate through a systematic review of randomized controlled trials (RCTs) the effects of interactive media on the cognitive, language, and motor development of children and adolescents. Methods: Searches were performed with the Medline, AMED, Embase, PEDro, Cochrane, Psychinfo, and ERIC databases in May 2017 with updated in July 2020. For the search strategy, we used descriptors related to "randomized controlled trial", "interactive media" and "children and adolescents up to 18 years old". RCTs that investigated the effectiveness of interactive media in cognitive, motor, and language development of children and adolescents up to 18 years of age with typical development were included. When appropriate, meta-analyses were conducted using a random-effects model. Pooled data were presented using standardized mean difference and 95% confidence interval. We assessed the quality of evidence using the GRADE methodology and the methodological quality using the PEDro scale. Results: of the trials found, 14 references were eligible for this study. The GRADE methodology was used in 13 RCTs. Estimates showed a low level of evidence of a small effect of media use on cognitive development compared to that in the control group and another intervention. No effect on motor and language development. Conclusion: The results of this systematic review do not support claims about the advantages or disadvantages of interactive media in child development. High-quality evidence was found that interactive media is not superior to other interventions for cognitive and language development outcomes and quality of moderate evidence for motor and language development.

Relationship between adherence to speech therapy in patients with dysphonia and quality of life.

OBJECTIVE: The present study analyzed if aspects of voice-related quality of life (VRQOL) were associated with adherence to voice therapy in teachers. STUDY DESIGN: Retrospective survey in which the medical records of 179 dysphonic teachers (62, abandonment group and 114, discharge group) who underwent speech therapy at the Speech Therapy Clinic at the Hospital das Clínicas of the Universidade Federal de Minas Gerais (AV-HCUFMG) were analyzed. METHODS: Female teachers with dysphonia referred by Gerência de Saúde e Perícia Médica (Department of Health and Medical Analysis) of Belo Horizonte City Hall were included. The variables of interest were: age, number of voice therapy sessions attended (attendance), number of sessions missed (absence), type of dysphonia, and Vocal Activity and Protocol Profile (VAPP) scores administered during the first therapy session as a component of voice assessment. The chi-square test was used to assess categorical variables. For continuous variables, the Mann-Whitney test, a nonparametric test for independent samples, was used. RESULTS: The groups differed with regard to the type of dysphonia as well as the several parameters of the VAPP: vocal self-perception, effects at work, effects on daily communication, effects on emotion, and the total VAPP score. CONCLUSIONS: Individuals with less favorable VRQOL scores were less adherent to voice therapy compared with subjects with more favorable VRQOL.

Adherence of the dysphonic teachers in speech therapy.

PURPOSE: To study the possible factors associated with adherence to the speech-language pathology treatment of dysphonia in female teachers of municipal schools of Belo Horizonte. METHODS: This was a retrospective study that analyzed the medical records of 251 teachers treated at the Voice Ambulatory Speech Language Pathology Service, Hospital das Clínicas da Universidade Federal de Minas Gerais (AV-UFMG) from August 2007 to December 2009. The collected data included age, number of scheduled sessions, number of absences, number of children, type of dysphonia, degree of dysphonia, monthly family income, and education. We calculated the distance, in kilometers, of the residence to the place of treatment and the workplace to place of treatment. We also analyzed the social vulnerability index of the workplace. RESULTS: The results of this research indicated that of the 135 records that were included in the study, 89 (65.93%) corresponded to the discharged group and 46 (34.07%) corresponded to the abandonment group. In comparison with all the variables studied, only the number of faults and the type of dysphonia were associated with poor adherence to voice therapy. CONCLUSION: Results showed that the number of absences in sessions, treatment-related factor, organofuncional dysphonia type, and clinical-related factor were all associated with the abandonment of voice therapy.

Adesão das professoras disfônicas ao tratamento fonoterápico / Adherence of the dysphonic teachers in speech therapy

OBJETIVO: Estudar os possíveis fatores associados à adesão ao tratamento fonoaudiológico para a disfonia, em mulheres professoras da Rede Municipal de Ensino de Belo Horizonte. MÉTODOS: Trata-se de um estudo retrospectivo, no qual foram analisados 251 prontuários de professores atendidos no Ambulatório de Voz do Serviço de Fonoaudiologia do Hospital das Clínicas da Universidade Federal de Minas Gerais (AV-UFMG) no período de 2007 a 2009. Foram coletados os seguintes dados: idade, número de sessões programadas, número de faltas, número de filhos, tipo de disfonia, grau da disfonia, renda mensal familiar e escolaridade. Calculou-se a distância, em quilômetros, da residência ao local do tratamento e do local de trabalho ao local do tratamento fonoaudiológico. Analisou-se também o Índice de Vulnerabilidade Social do local de trabalho. RESULTADOS: Dos 251 prontuários analisados, 135 preencheram os critérios de inclusão. Destes 89 (65,93%) correspondem ao grupo que recebeu alta e 46 (34,07%) ao grupo que abandonou o tratamento. Das variáveis estudadas, apenas o número de faltas e o tipo de disfonia apresentaram relação com a adesão à terapia de voz. CONCLUSÃO: O número de ausências às sessões, fator relacionado ao tratamento, e a disfonia do tipo organofuncional, aspecto referente ao quadro clínico, mostraram-se associados ao abandono da terapia de voz.

PURPOSE: To study the possible factors associated with adherence to the speech-language pathology treatment of dysphonia in female teachers of municipal schools of Belo Horizonte. METHODS: This was a retrospective study that analyzed the medical records of 251 teachers treated at the Voice Ambulatory Speech Language Pathology Service, Hospital das Clínicas da Universidade Federal de Minas Gerais (AV-UFMG) from August 2007 to December 2009. The collected data included age, number of scheduled sessions, number of absences, number of children, type of dysphonia, degree of dysphonia, monthly family income, and education. We calculated the distance, in kilometers, of the residence to the place of treatment and the workplace to place of treatment. We also analyzed the social vulnerability index of the workplace. RESULTS: The results of this research indicated that of the 135 records that were included in the study, 89 (65.93%) corresponded to the discharged group and 46 (34.07%) corresponded to the abandonment group. In comparison with all the variables studied, only the number of faults and the type of dysphonia were associated with poor adherence to voice therapy. CONCLUSION: Results showed that the number of absences in sessions, treatment-related factor, organofuncional dysphonia type, and clinical-related factor were all associated with the abandonment of voice therapy.